Mobility Equipment Use IEP goals for middle school (grades 6 to 8)
11 of the mobility equipment use templates in the library are written for middle school (grades 6 to 8). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
11 templates · 1 skill · 6–8 · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Mobility Equipment Use Motor & Sensory Skills (OT, PT & Adapted PE)
Get through a heavy door with a walker
Walker gait and turns in class and halls
By the annual IEP review date, when reaching a closed pull door on the route to class, the student will open the door and walk through it with the walker following the door steps with no adult help, performing at least 6 of 7 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected at each door on the daily route, twice weekly.
Park and fold the walker at the desk
Walker gait and turns in class and halls
By the annual IEP review date, when arriving at their seat in a general education classroom, the student will sit down, fold the walker, store it in its agreed spot and get it back out when it is time to leave, following the walker steps, performing all 6 steps independently, on 4 of 5 observed days, as measured by a task-analysis checklist collected twice weekly at the start and end of class.
Keep the prescribed crutch gait in hallways
Crutch gait on level ground and on stairs
By the annual IEP review date, when walking with crutches from class to class during passing time, the student will walk with the crutches using the gait pattern on their PT plan (for example swing-through with no weight on the injured leg, or a two-point pattern), keeping the crutch pads off the armpits with no adult cues in at least 5 of 6 opportunities, across 3 consecutive weeks, as measured by direct observation collected on six hallway walks a week.
Use crutches on stairs without a rail
Crutch gait on level ground and on stairs
By the annual IEP review date, when going up and down 3 to 5 steps without a handrail on a school route, the student will go up and down the steps with both crutches following the PT's rail-free stair pattern with no adult cues, performing at least 6 of 7 steps independently, on 4 of 5 consecutive practice sessions, as measured by a task-analysis checklist collected twice weekly during PT and on real routes.
Check crutch fit and tips each morning
Equipment care and reporting a problem to an adult
By the annual IEP review date, on arrival at school before the first walk to class, the student will check their crutches using the fit and safety steps and tell an adult about any problem, performing at least 5 of 6 steps independently, on 4 of 5 consecutive school days, as measured by a task-analysis checklist collected daily at arrival for two weeks of each month.
Move a quad cane with the weaker leg
Cane use for balance
By the annual IEP review date, when walking from the classroom to the cafeteria with a quad cane, the student will hold the cane in the hand opposite the weaker leg and move the cane forward together with the weaker leg on each step with no adult cues in at least 5 of 6 opportunities, on 3 of 4 consecutive weekly probes, as measured by direct observation collected weekly on six observed walks.
Middle school mobility equipment use goals account for multiple teachers, changing classes, and more independent work. They often pair the skill with a strategy or tool, and the data can be collected across settings by different staff or by the student.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
Frequently asked questions
How are mobility equipment use goals measured across several middle school classes?
By defining the task and the observation period so any teacher can use the same sheet, or by work samples collected from more than one class. Student self-monitoring with a weekly check is common.
Should middle school goals include study skills?
When assessment shows that organization, planning, or test preparation limits the student's progress, yes. Those goals are measured with task-analysis checklists and percent of assignments completed.
When does transition planning start?
The IEP in effect when the student turns 16 must include postsecondary goals and transition services, and many states start at 14. Middle school goals can build the self-advocacy and independence those plans rely on.
IEP Atlas Pro
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Count trials, prompts, and minutes live in the session; the graph and trend line draw themselves; progress reports are drafted from your data.